L4 Applied Teaching Practices Workbook 

Please use the below documents as a guide to help you understand what counts as a pass under each Assessment Objective (AO) for each piece of work and what your assessors are looking for when they are marking your work: 

Weekly guide to work due

AO1: Professional Qualities

AO2: Professional Skills

AO3: Whole Child care and support

After each training session, please complete the following form: Training Feedback Form

The purpose of the below document is to clarify what different assessment command words mean e.g. examine or analyse and what examiners are actually looking for in your written responses, using clear definitions and concrete examples. Please access this document here: Assessment Command Word Key and Examples

G2T Observation Policy and Process 2026

Lesson Planning Support Document - complete your lesson observation plan on this document

Grad2Teach Lesson Observation form for ISMs and PAs 2024  

Post-Observation Reflection Plan (PORP)

Questions to Assist Focused TLA Thinking 

Weekly guide to work due

Tasks & Downloads

1. Attend your first training session with April on Thursday 8th Jan at 4pm-6.30pm (AO1/1.0/AO2/1.0)
2. Prepare for Study Group - if you make any notes that you'd like to submit, you can do this on the upload option on the topic page for Study Group, where you can also find further details.
3. Write your first ILJ on Coaching vs Mentoring (350-500 words/ AO1/1.1)

4. Produce a lesson plan (LP1) or learning experience on the theme of High Expectations (AO2/2.1/2.2) using the appropriate lesson plan proforma below:

   You can adapt as necessary but don't take out key sections please:

   Lesson Planning proforma (harder)

   Lesson Planning/learning experience proforma (easier)

5. Write your second ILJ on What Makes A Good Mentor (500-750 words/AO1/1.2)
6. Review and sign the AI Use Declaration Form

Weekly guide to work due

Tasks & Downloads

1. Prepare for Study Group 1 (AO1/1.0/AO2/1.0)  by reading the following articles:
   The Importance of Teaching through Relationships
   Modelled behaviour: how to set the best example
2. Complete a second ILJ (ILJ AO2 Relationships and Role-modelling) by reflecting on the importance of solid teacher-pupil relationships and teacher role-modelling. All your instructions are on the paperwork - and you may want to re-read the articles and apply ideas from your first Study Group to support your reflections (AO2/1.1/1.2)
3. Observe and gather your thoughts on your school's assembly programme. Use this support sheet to guide your observations: AO3 Guide to Observing Assemblies (AO3/5.0)
4. Complete your ILJ entries on your school's assembly programme (AO3/5.1/5.2): ILJ Part 1 AO3 - Assembly Programme
   and Part 2 AO3 - Analyse the importance of Assemblies
5. Observe how a colleague creates a learning environment conducive to pupil success (OC1): Guidance with Setting High Expectations
6. Use this OC Proforma to capture the lesson: OC1 Observation of Colleagues form
7. Speak to your ISM to arrange an observation of your teaching this half-term.

Weekly guide to work due

Tasks & Downloads

1. Produce a lesson plan (LP2) or learning experience on the theme of Inclusion (AO2) using the appropriate lesson plan proforma below. You can use this guidance (How to observe a lesson for adaptation and inclusion (guidance) both to plan your own lesson and to complete OC2 in Week 4 (next week). 

   You can adapt the below lesson planning forms as necessary but don't take out key sections please:

   Lesson Planning proforma (harder)

   Lesson Planning/learning experience proforma (easier)

2. Complete 2x ILJ reflections on OC1: High Expectations/Planning (AO1/1.2/1.2) and (AO1/1.3/1.4):
   W3 ILJ on OC1 Part 1: High Expectations
   W3 ILJ Reflection on OC1 Part 2: High Expectations
   
   
3. Observe some of your school's extra-curricular provision (AO3/3.0) to understand how schools develop 'the whole child'. You can use the guidance provided to help you to make notes: How to observe your placement school's extra-curricular provision. You can type up your notes on a Word document and then save them as a PDF to upload them, or submit handwritten notes if that's easier. If you want to submit handwritten notes, simply take a picture of them on your phone, put the image onto a Word document and then save it as a PDF. (The system only accepts PDF documents)
   
   
4. Complete your IJL analysis on your placement school's Extra-Curricular provision using this document (AO3/3.1/3.2): ILJ AO3 Extra-Curricular Provision
   
   
5. Observe and analyse an extra-curricular learning experience of activity (AO3/3.3) using the following proforma: OC/AO3 Extra

Weekly guide to work due

Tasks & Downloads

1. Complete an action plan for yourself based on the progress you have made against the themes of planning, high expectations and inclusivity within your teaching so far (AO1/4.1): Action Plan 1
   
   
2. Arrange meetings with the following people in your school:
   (a) SENCO Proforma SENCO meeting
   (b) EAL Lead Proforma EAL Lead meeting
   (c) Higher Ability Lead Proforma Higher Ability Lead*
   
   
3. Reflect on the impact of pastoral roles on pupil development in your ILJ*(AO3/4.1/4.2) : AO3 ILJ Pastoral Support and Impact

*This work needs to be completed before Week 7/Half-term TD2 training, with the notes brought to the training for discussion.

      4. Using the guidance to help you (Guidance Inclusive Practice ) complete your next Observation of a Colleague (OC2/AO2/3.4) on the subject of Inclusive Teaching: OC2 Inclusive Teaching

Weekly guide to work due

Tasks & Downloads

1. Study Group 2 preparation: AO2/3.2/discussion of AO2 main essay assignment and wider-school community project (AO3/6.1). Please see Study Group 2: Inclusive Teaching for your preparatory work and reading.
   
2. (ILJ) Reflection on the development of pupils’ needs, backgrounds and physical, social and intellectual development (ILJ – examine and analyse/AO2/3.1/3.2/3.3): ILJ AO2 Supporting Different Needs
3. Produce a lesson plan: LP3 Planning/focus on actions from Week 4 Action Plan 
   

   Lesson Planning proforma (harder)

   Lesson Planning/learning experience proforma (easier)

4. (ILJ) Examine and analyse the role and importance of professional colleagues and building professional relationships (AO1/1.3/1.4/1.5): ILJ AO1 Professional Relationships
5. Don't forget to organise your half-term observation with your ISM if you haven't done this already. Ideally, you should be uploading your observation feedback and reflection in Week 6.

Weekly guide to work due

Tasks & Downloads

1. Watch Alan Newland’s video training called Module 2:Teaching Professionalism – its ethics and values and complete the following questions in preparation for TD2 in half-term week (AO2/5.1/5.2/6.1/7.1/8.1/9.1)

Module 2:Teaching Professionalism – its ethics and values

Password: TP2025-26

Q1. What professional challenges have you been part of or had to navigate yourself since your teacher training began?

Q2. How did you resolve them and what did it show you/teach you about the role of ethics, morals and the law within teaching?

2. Complete your next Observation of a Colleague: OC3 Apply Action Plan points to observation of other/s (AO2/5.2) using this form: OC3 Planning, pedagogy & action points

3. Ensure all pastoral meetings are completed along with follow-up reflection and analysis (Set in Weeks 4 and 4 for Week 6 completion:

• Pastoral meetings and notes (AO3/4.0/4.1/4.2) –set in Week 4
• Complete a reflection on the impact of pastoral care in your placement school (Combined ILJ – AO3/4.0/4.1/4.2) – Set in Week 4:  AO3 ILJ Pastoral Support and Impact
• Examine and analyse the role and importance of professional colleagues and building professional relationships(AO1/1.3/1.4/1.5) – Set in Week 5

4. Bring any preparatory notes you have made towards key assignments for AO2 and AO3 as discussed in Study Group 2 on 5 February. Remember your AO3/6.0 Project Proposal: AO3 Wider Impact School Project 

5. Complete your PORP (AO1/4.4) ie. your Post-Observation Reflection Plan (link below). Upload your observation report (AO2/6.0/6.1) from your ISM and/or your PA. and your completed Post-Observation Reflection Plan (AO1/4.4) : PORP. For all other policy and paperwork about observation, see the Assessment Guide and Key Documents tab above Week 1 on this page.

Weekly guide to work due

Tasks & Downloads

1. Task: Complete your notes and workbook activities from TD2 as well as any outstanding tasks from the first half of the Applied Teaching Practices course. Thank you. Upload your completed work booklet under AO3/Week 7.

Session 2:  Whole Child and Holistic Approach to Education

AO3 1.1 Examine the key features of a ‘whole child’ approach in an educational setting

AO3 1.2 Analyse the importance of schools having a ‘whole child’ approach for pupil development   

Session 3: Teaching and Learning Approaches 

AO2 5.1 Examine a range of teaching and learning approaches used to effectively plan and deliver lessons   

Session 4:  Is Teaching a Distinct Profession? 

AO1 5.1 Examine the defining characteristics of a profession compared to having a job using examples from a range of professions  

AO1 5.2 Prioritise and justify your choice of the 5 most important characteristics that make teaching a distinct profession  

Session 5:  Ethical Responsibilities of a Teacher  

AO1 6.1 Examine where the boundaries lie between a teacher’s personal and professional life  

Please note: your completed TD2 workbook can only be uploaded on the Hub page for Week 7/AO3/Whole Child Approach

Weekly guide to work due

Tasks & Downloads

1. Complete 1x 2-part ILJ (AO1/7.1 - Examine) and (AO1/8.1 - Analyse) which pull together your reflections on the importance of ethics and professionalism from TD2: Part 1 and Part 2 ILJ Ethics

You might find it useful to read through the following summary:  Alan Newland - ethics and    professionalism

2. Study Group 3 preparation: 
Part 1: bring the recent feedback on your taught lesson and lesson plan to the session. What went well and why do you think that was? What went less well and why do you think that was? Can you align the success of the lesson to Rosenshine's Principles? (AO1/4.0/4.1/4.4)
Part 2: Read this article and complete your answers to the questions on the Trainee Hub page for Study Group 3 (AO2/5.0/7.0): Does subject knowledge matter more than teaching techniques? That is a terrible question. – teacherhead 

3. Complete your second Action Plan following your recent TD2 training (AO1/4.1): Action Plan 2 - post-TD2

4. Produce a lesson plan: LP4 - Focus on how to plan for the pupils' acquisition of knowledge:
Lesson Planning proforma (harder)

Lesson Planning/learning experience proforma (easier)

5. Reminder: Upload your observation report (AO1/6.0/6.1) from your ISM and/or your PA) and your completed Post-Observation Reflection Plan (AO1/4.4) : PORP. For all other policy and paperwork about observation, see the Assessment Guide and Key Documents tab above Week 1 on this page. 

Weekly guide to work due

Tasks & Downloads

1. Prepare for and attend Study Group 3.
2. Complete your next observation of a colleague: OC4 Teaching Knowledge OC4 Teaching Knowledge (AO2/7.3/7.4)
3. Complete your first of two ILJ documents: (ILJ) Examine the importance of keeping abreast of subject developments, consolidating and expanding subject knowledge; examine why it is important to plan for pupils' misconceptions: ILJ AO2 7.1-7.2 (AO2/7.1/7.2)
4. Complete your second of the two ILJ documents:  (ILJ) Analyse the importance of appropriately pitching, sequencing and breaking down knowledge to enable pupils to access the curriculum ILJ AO2 7.3-7.4 (AO2/7.3/7.4)
5. Reminder: Don’t forget about your essay: AO2 Essay ‘What does a good lesson look like and how do you ensure that your learning environment and lessons are inclusive to all ability levels and learner types? Word count 1500 words with a 10% margin. AO2 Essay
6. Reminder: Don’t forget about your Wider School Project: Prioritise an area of the wider life of their placement school where the trainee can make a positive contribution and impact. AO3 Wider Impact School Project (AO3/6.0/6.1/6.2/6.3)
   Both assignments are due at the end of March (Friday 28th March at 12pm).
   
   
   
   

Weekly guide to work due

Tasks & Downloads

1. Produce a lesson plan: LP5 - Focus on 2 of the 4 Professional Skills from AO2 - High expectations/Inclusive planning, teaching and learning/Pedagogy and Subject Knowledge
   Lesson Planning proforma (harder)

   Lesson Planning/learning experience proforma (easier)

2. Complete your first of two ILJ documents: (ILJ) Examine the key features of Relationships and Sex Education (RSE); examine the key features of PHSE (including RSE) provision in your placement school (AO3/2.1/2.2) W10 ILJ PSHE and RSE 2.1-2.2
3. Complete your second of the two ILJ documents: (ILJ) Analyse the importance of PHSE (including RSE) within the curriculum of your placement school (AO3/2.3) Wk10 ILJ AO3 2.3
   For this topic, you might find it helpful to look at the resources on this website:
   PSHE Association | Charity and membership body for PSHE education 
   Statutory RSHE 
   How to teach tricky topics 

Weekly guide to work due

Tasks & Downloads

1. OC5/AO3/2.4 Observe and analyse a PSHE lesson (AO3/2.4) OC5 AO3 PHSE and RSE obs
   You might like to use the guidance document below to help you observe the lesson with confidence about what to look for and analyse:
   Guidance notes for observing PHSE
2. Complete and upload your PORP following your most recent observation (ISM and/or PA) (AO1/4.1/4.4) Post-observation reflection plan
3. Complete Action Plan 3 (AO1/4.1/4.4) Action Plan 3
4. Complete first of 2 ILJs (AO1/4.2 - Analyse) reflecting on the impact that Continual Professional Development has had on your own practice AO1 4.2 ILJ Impact of CPD
5. Complete second of 2 ILJs (AO1/4.3 - Analyse) reflecting on the importance of effective personal organisation to develop as an effective educational practitioner AO1 4.3 ILJ Good organisation
6. Prepare for your final Study Group*. Read the following resources and answer the preparatory questions on the Trainee Hub:

7. PSHE Association | Charity and membership body for PSHE education
   Statutory RSHE
   Please note: this Study Group content will not be covered until next term (tbc)
   
   How to teach tricky topics

Weekly guide to work due

Tasks & Downloads

Submit your AO2 assignment: 

1. AO2 Essay ‘What does a good lesson look like and how do you ensure that your learning environment and lessons are inclusive to all ability levels and learner types? Word count 1500 words with a 10% margin. AO2 Essay

Submit your AO3 assignment: 

2. AO3/6.0/6.1/6.2/6.3: Wider School Project: Prioritise an area of the wider life of their placement school where the trainee can make a positive contribution and impact. AO3 Wider Impact School Project

We have sent a short form to your mentor and PA to complete which asks for:

(a) a judgement on how well you have responded to feedback and support since you've been on placement
(b) a judgement on how professionally you have conducted yourself whilst on placement, including how you have dealt with challenges. 

It is not your responsibility to chase this form, but please mention it to your mentor to make sure that they have recieved the email from your PC in the G2T office. It won't take them longer than 10 minutes to complete. Thank you. 

Next Steps in Your Training - KEY NOTES

Applied TD1 Twilight Jan 2026 slides

Professionalism and High Expectations - Study Group 1 KEY NOTES

Study Group Materials from this week’s session:

1. Read this article: The Importance of Teaching Through Relationships and follow the questions on the Trainee Hub Study Group page.

2. Read this article: Modelled behaviour - how to set the best example and follow the questions on the Trainee Hub Study Group page.

3. After study group, complete the Training Feedback Form It needs to be completed by all attendees for your training record.

Applied Teaching Practices Study Group 2 – Inclusive & Adaptive Teaching KEY NOTES

1. Review and prepare for your second Study Group, by::

(a) Researching the needs of the class you're teaching/the year group you're teaching (or you may be playing a support role for) and bringing useful data that you can talk about, to the Study Group session (A02/3.2).

(b) Understanding the bigger picture of how to support children's different needs. There is tons of useful material out there for you to look at - all of it free to read and download. Here's a selection of top-quality research for you to look at for Study Group on Adaptive Teaching:

https://www.tes.com/magazine/tes-explains/what-is-adaptive-teaching

Adaptive teaching: how it helps inclusive education | Ambition Institute (read for Study Group)

https://www.teachertoolkit.co.uk/wp-content/uploads/2023/03/Practical-Adaptive-Teaching-Examples-.pdf

Further reading (you'll be looking at these during TD2 in Peterborough)

Inclusive Teaching: A New Approach for SEND Challenge

Special Educational Needs in Mainstream Schools | EEF

Special Education Needs in Mainstream Schools guidance report | Education Endowment Foundation

Special educational needs in mainstream schools

Where is this going? 

Understanding on a deeper level how to support children's various learning needs will not only give you confidence in your teaching, it will support your consideration and completion of two main assignments this term:

1.  AO2 Essay ‘What does a good lesson look like and how do you ensure that your learning environment and lessons are inclusive to all ability levels and learner types? Word count 1500 words with a 10% margin. AO2 Essay

3. AO3/6.0/6.1/6.2/6.3: Wider School Project: Prioritise an area of the wider life of their placement school where the trainee can make a positive contribution and impact. AO3 Wider Impact School Project

This can be discussed mentors - what are you interested in getting involved in e.g. any extra-curricular activity, assembly or they might want to team teach a PSHE?

Applied Study Group 3 - KEY NOTES

This week's Study Group is on the topic of planning, subject knowledge and curriculum. There are two parts to the preparation - the first involves looking at your most recent lesson plan and feedback from observation, and the second involves reading and thinking about the points raised in Tom Sherrington's blog about subject knowledge vs good teaching technique: which is more important? Does it make sense to see them as mutually exclusive? 

Study Group 3 preparation:
Part 1: bring the recent feedback on your taught lesson and lesson plan to the session. What went well and why do you think that was? What went less well and why do you think that was? Can you align the success of the lesson to Rosenshine's Principles?
Part 2: Read this article and complete your answers to the questions on the Trainee Hub page for Study Group 3 (AO2/5.0/7.0): Does subject knowledge matter more than teaching techniques? That is a terrible question. – teacherhead  

 Prepare for your final Study Group – Study Group 4. Read the following resources and answer the preparatory questions on the Trainee Hub:

PSHE Association | Charity and membership body for PSHE education
Statutory RSHE
How to teach tricky topics

Please note: this Study Group content will not be covered until next term (tbc)